Tankar kring gynnande lärmiljö i matematiken

: en kvalitativ studie med elever i matematiksvårigheter, matematiklärare och speciallärare i matematik

Abstract

The background of the study is the lack of research on what students in mathematical difficulties consider success factors for learning mathematics. By examining how students in mathematical difficulties perceive they learn best, special education teachers in mathematics can easier adjust learning environments to fit the needs of the students. The aim of the study is to examine how students in mathematical difficulties, mathematics teachers and special education teachers in mathematics think about learning, considering different working methods and mediating tools, and examine how teaching of mathematics is designed. The study is qualitative and was conducted with semi-structured interviews with 26 participants: nine students in F-3, six students in 4-6, nine mathematics teachers and two special education teachers in mathematics. The theoretical framework on which the study is based is the sociocultural perspective where mediating tools, physical and intellectual, are the focus for examining learning environments favorable for learning mathematics. Categorical and relational perspectives have been used to examine the definition of and work with students in mathematical difficulties. The result shows that reviews in the beginning of a lesson, followed by work in mathematics textbooks, individually or in pairs, permeate teaching of mathematics. Varied teaching by working in pairs and use of concrete materials exist in the primary school. In the middle school, teaching is varied by working in pairs, but students lack the experience of using concrete materials. Working with concrete materials, computers and in pairs is considered favorable for learning by students in mathematical difficulties in both the primary school and in the middle school. Conclusions from the study show the need for learning environments where students are offered different working methods, to prevent teaching where students only work in their mathematics textbooks. The availability of mediating tools, such as concrete materials, should also be examined.